From INEE website
In August 2009, to mark a year since the death of Dr. Jacqueline (Jackie) Kirk, INEE launched a Commemorative Competition to honour her work as the convener of the INEE Gender Task Team and more broadly within the field as the leading gender and education in emergencies expert (read the Call for Papers here).
The competition sought to identify academic papers and practitioner-authored case studies that documented innovative gender-responsive research, policy or practice in the field of education in emergencies. From the strong response of members and other partners INEE developed a shortlist of seven papers, from which a selection committee made up of gender specialists from the INEE Gender Task Team and the INEE Secretariat anonymously selected 2 winners:
Effects of teacher training for refugee women in West Africa: Fostering agents of change in schools and society? By Susan Shepler and Sharyn Routh
Effects of teacher training for refugee women in West Africa: Fostering agents of change in schools and society, draws data from an innovative research project tracing former refugee teachers who received teacher training from the International Rescue Committee (IRC) over a seventeen year long education program in refugee camps in Guinea (1991-2008). The research traced repatriated refugee teachers who had returned to their homes in Sierra Leone and Liberia in an effort to determine the effects of the training they received -particularly whether they were still working as teachers in their post-repatriation lives, or whether they had made use of their training in other ways. Although the research in question focused on all of the former IRC teachers who the research team could trace, the present paper is about the female teachers and their specific situations. Focusing on the women’s responses yields gender-specific conclusions about structural barriers to institutional and societal change in conflict and post-conflict settings.
Education and Emergency: Women in post-2001 Afghanistan By Eva Sajoo
This paper examines the potential significance of investing in female education in the fragile and frequently violent context of post-invasion Afghanistan. Recent and chronic challenges to female education are examined through the lens of transitional priorities. The economic and social benefits promised by human capital theory and their limitations in Afghanistan are considered, alongside arguments emerging from Amartya Sen’s capability approach. Beyond economics and politics however, the criterion of basic human capabilities provides a measure of the nature of the society being built – in terms of the ethical demand that no group be denied the capacity to exercise agency. In sum, this paper contends that prioritizing female access to education in transitional Afghanistan, for all the pragmatic and attitudinal obstacles, is a critical choice for the maturation of civic and economic development.
The winning papers are available on a dedicated webpage, along with the five finalists:
- Non-Formal Education and Its Impact on Gender Disparities in Primary Education in AfghanistanBy Laura Kavazanjian
- Education for Ensuring Gender Equality in Emergency: Exploring Possibilities By Sampa Kundu (Chakraborty)
- The Implications of Female Teachers Shortage on Girls’ Education: Exploring Policy Options for Southern Sudan By Hannah Poole
- Emergency Education: A Perspective on Iraqi Children in Jordan By Samia Qumri
- Educating Girls and Empowering Women: Gender and Post-Conflict Educational Reform in Afghanistan By Jamie E. Vinson
INEE would like to thank all those who submitted papers, and hope to be able to organize a similar competition in 2010, so stay tuned for further opportunities to continue the work that Jackie pioneered with INEE. Pending permission from the authors, some case studies may be developed from the final papers for use in the upcoming Gender Pocket Guide, which is currently being developed by INEE and the IASC Education Cluster with technical support from a GenCap secondment. The Gender Pocket Guide would not offer nearly as many comprehensive or effective strategies without Jackie’s work, and is a direct reflection of her profound contributions to the field.
Get Involved with the INEE Gender Task Team
One immediate way to share your experience relating to education and gender in crisis contexts is to get involved with the INEE Gender Task Team in 2010 in order to support gender mainstreaming and attention to gender equality in and through education in emergencies, post-crisis and contexts of fragility. You can learn more about the work of the Team here: www.ineesite.org/gender. The Gender Task Team is open to any INEE member interested in working towards gender equality in and through education in emergencies through collaborative advocacy, tool development and research–simply email firstname.lastname@example.org for more information.